• Educational Technology International
• /
• v.12 no.2
• /
• pp.47-70
• /
• 2011

The purpose of this paper was to develop evaluation procedures for blended instruction, focusing on the courses that are currently offered in the university. This study analyzed current evaluation procedures and instruments and suggested redesign the evaluation process for blended instruction. The evaluation procedures are designed based on the combination of objective-oriented and consumer-oriented evaluation approaches. It includes three stages: front-end (screening), formative evaluation, and summative evaluation. During the front-end evaluation stage, information regarding students' technology skills and attitudes towards online instruction and classroom instruction are suggested to collect and plan the instructional strategies accordingly. The formative evaluation is conducted during the semester to collect students' opinions about the course and instructors modify their instruction based on the evaluation results. At the end of semester, summative evaluation is to be conducted to collect the data to improve the course. Evaluation questions and components for each stage are developed to collect the data such as students' perceptions of the course, the usefulness of online instructional materials, the effectiveness of blended learning strategies, and students' satisfaction with the course.

• Journal of Engineering Education Research
• /
• v.26 no.4
• /
• pp.36-46
• /
• 2023

This paper presents a case study and online-offline (hybrid) course structure for project-oriented community-based service learning in order to solve real-world problems for society. It examines social issues and conduct student projects to develop solutions that can generate sustainable value. This course helps students to use their major knowledge to assess and solve the problems faced by the local community. The outcomes of this course conducted via online lectures and offline project activities are discussed. The operation of this blended type of social problem-solving course is also stated.

• Journal of Engineering Education Research
• /
• v.25 no.1
• /
• pp.22-32
• /
• 2022

The purpose of this study is to design and operate non-face-to-face online practice class in engineering education, and to explore students' perceptions and effectiveness of them. To this end, after developing and implementing a strategy for non-face-to-face online practice activities in the 'Introduction to Electric Circuits and Lab' course, the questionnaire responses of 47 learners were analyzed, and the group differences were investigated using Kruskal-Wallis test. As a result, it was found that students' perceptions of non-face-to-face online practice class were positive in terms of learning effect, learning convenience, interaction, and satisfaction. The group difference according to the face-to-face/non-face-to-face preference method was found to be higher in the group that preferred non-face-to-face class in terms of learning convenience, interaction and satisfaction. As for the group difference according to the number of questions and answers of the learners, the group who answered the question showed a higher awareness of the learning convenience and interaction than the group that did not. In addition, implications for designing a learning environment for non-face-to-face online practice classes were presented.

• Journal of the Korea Convergence Society
• /
• v.7 no.3
• /
• pp.121-129
• /
• 2016

This study explains the fundamental problems of MOOC (Massive Open Online Course) based on major survey results for MOOC and online courses conducted in the United States. Consequently, this study integrates the following conclusions and suggestions on how to improve MOOC and convergence of MOOC and universities under the current IT technology. First, the division into small sized classes will solve the problem of massiveness with MOOC. The problem of openness will be solved by providing differentiated courses based on placement tests; and the weakness of onlineness can be complemented through Flipped Learning methodologies. Second, in convergence of universities and MOOC, there are two desirable approache s: credit-free courses use the improved MOOC suggested in this study while credit courses are conducted by Flipped Learning, based on core online courses within departments. In addition, the credit courses offer intensive and supplementary ones together if possible. Third, MOOC will be utilized more widely as it will offer differentiated courses and be produced by education-based universities.

• Journal of the Korean Society for Library and Information Science
• /
• v.58 no.1
• /
• pp.225-254
• /
• 2024

The study aims to understand undergraduates' and graduate students' perceptions and satisfaction with online learning platforms and to verify the relationship between usability factors and satisfaction with online courses. The literature review facilitated the summarization of major factors to be considered in the online learning platform development process and established the research model. The follow-up survey verified the perceptions of university constituents regarding the fulfillment of the university online learning platforms' user interface principles, platforms' usability, satisfaction with platforms, and satisfaction with online courses. Causal relationships between variables were tested and modeled by analyzing survey results. We also confirmed that the same model can be applied to different types of learners and various types of online learning methods. This study is significant in verifying that the fulfillment of the platforms' user interface design principles can affect satisfaction with online courses using the platforms based on learners' evaluation results. We expect that the research model proposed in this study can contribute to the improvement and development of online learning environments in the future.

• Journal of the Korea Computer Industry Society
• /
• v.3 no.12
• /
• pp.1737-1746
• /
• 2002

This paper analyse the learners' satisfaction for the usability of distance teaming system. We have analysed collected data regarding the learners' satisfaction with the online Master's in Library and Information Science (MLIS) program as an example. The learner responses from the focus groups broke down into the following five themes: General program issues, Course issues, Communication/interaction issues, On-campus experience issues, Technology issues. The feedback can be applied to most online learning environments as a guideline for teaching and developing of online course.

• Journal of Engineering Education Research
• /
• v.5 no.2
• /
• pp.10-21
• /
• 2002

In the knowledge based society, the development of creative human resources is one of the core factors for securing a national competition power. Especially in the software industries, the development of human resources who can solve a problem creatively by applying object oriented programming technique which is a update Programming technology is required. In this paper, we designed a lecture plan and produced it into a course contents which could be run on a online learning system. The teaching focuses of the developed course are the development of problem solving ability and object oriented design and programming ability through Java.

• International Journal of Knowledge Content Development & Technology
• /
• v.1 no.2
• /
• pp.43-51
• /
• 2011

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

• Educational Technology International
• /
• v.12 no.2
• /
• pp.117-134
• /
• 2011

Online education is moving forward with more interactive environments due to the availability of new technologies. In addition, many researches have represented that interaction and high motivation are very critical factors in order to improve students' motivation and teaching effectiveness in online learning and education. Therefore, it is very meaningful for students and educators that motivation and effectiveness are observed by positive expectation and interaction satisfaction in their online counseling courses. For this study, two important instruments are used: Modified Short Forms of Instructional Materials Motivation Survey and Student Evaluation of Online Teaching Effectiveness. Results show that high expected students who are satisfied with interaction indicate higher motivation and evaluation on the online teaching effectiveness than low expected students who are not satisfied with interaction.

• Journal of Digital Convergence
• /
• v.20 no.2
• /
• pp.289-297
• /
• 2022

The purpose of this study was to investigate the perception of dental students based on their experiences of online classes after taking non-face-to-face education courses for all the school semesters in 2020. For the research method, an online survey was conducted on A survey was conducted on 161 dental students enrolled in A University. The analytical method was conducted through frequency analysis, correlation analysis, and multiple regression analysis. The survey analysis findings showed that the satisfaction of dental students' about the non-face-to-face education course was above 4.2, and the detailed items were in the order of the appropriateness of the attendance processing method, satisfaction with recorded video lectures, and the assessment method of the course grade. In the case of the factors that affect the satisfaction of non-face-to-face education courses, the learning system and assessment method were statistically significant. The online class type that is most preferred by the students is recorded video lectures, and the highest number of participants chose 21~30 minutes as the appropriate time for the class content. It is considered that the application of the online system will continue to be used together with face-to-face education courses in the education site and various university-level efforts like systematic support are required to achieve effective learning achievements. This study only investigated the non-face-to-face education operation conditions of A University, so it cannot be generalized to all universities, but it can be used as basic data to provide education curriculum design and supportive measures for the compatibility of face-to-face and non-face-to-face courses.